PS1 (7-8)-2 Students demonstrate an understanding of characteristic properties of matter by… identifying an unknown substance given its characteristic properties.
National Standards:
Context of Lesson:
Students do not generally know where or how certain pieces of information that we hand them are discovered. This lesson was chosen to give the students an understanding of how scientist determine the CO2 and temperature measurement that are used as evidence of Global Warming.
This lesson is the third day of a ten day lesson on Global Warming.
This lesson is the last in the sequence which was to prep students for watching An Inconvenient Truth.
This lesson will take place during a 50 minute block.
Opportunities to Learn:
Materials:
• Coffee filters
• 1 × 1 m2 pieces of newspaper
• Matches
• 1,000 ml of water
• a freezer
• 10 (10 ml) graduated cylinders
• 1 sheet of cardboard
• Vinegar
• pH test kit (ranging from 4.0-7.0 or 1.0-14.0)
• 1 mortar and pestle
• 1 box of colored pencils
• 3 rulers
• 5 Petri dishes
• 1 pH indicators
• 25 cm strips of pH paper
• 5 coffee filters
• 5 pipettes or eyedroppers
• 3 watch glasses
• 3 magnifying glasses
• 1 dissection kit, butter knife, or pair of scissors
• Several dissecting microscopes
Professional Resources:
Krim, Jessica, & Brody, Michael (2008). Ice Core Investigation. The Science Teacher. 75, 54-59.
Classroom Environment:
Whole class laboratory
• Students working in groups of two.
Differentiated Instruction: Support for students approaching proficiency within
this GLE: The teacher will make a written list of step-by-step directions for the students with IEPs
Differentiation for students who show proficiency:
Students will have an optional analysis part of the lab which will involving weighing the particulates suspended in the ice cores.
Cooperative Learning:
Students will be expected to work in groups of two to determine the best way to go about analyzing an ice core sample.
Depth of Knowledge:
Level 2 (Skill/Concept)
Objectives:
Students will be able to use a pH indicator to determine if an ice core sample is from a "volcanic year " or a "normal year" based on the idea that a "volcanic year" will contain a higher acid content due to ash to an 80% proficiency.
Students will be able to measure the mass, thickness, and volume of the ice core samples with in acceptable range determined by the teacher to an 80% proficiency.
Students will make a prediction on why volcanic years where thicker and showed a lower pH reading to a 70% proficiency.
Instruction:
Opening:
1. Inform them of the purpose of the laboratory activity.
2.Use the projector for a short power point presentation on air pollution addressing the following questions:
What does air pollution look like? Is it ever invisible?
How does air pollution get into the snow?
What comes out of a volcano?
What happens after the volcano erupts?
What effect would particles that escape from a
volcano have on the amount of sunlight reaching Earth?
3. Pass out a copy of the data sheet and explain what is expected (Units, Sig Figs, Etc)
4. Explain how to use each piece of equipment and the safety hazards.
5. Explain the appropriate behavior for the class and the consequences of not following it.
5. Lab goggles!
Engagement:
Students will be analyzing an ice core sample, using pH as the main tool to determine the difference between layers in regards to pollution from volcanic activity. They will have to make the connection between volcanic activity and larger ice layers. I am walking around monitoring progress and answering questions.
Closing:
The students and I will have a short discussion on the purpose of the lab and answer any question they might have. I will then assign them them their lab reports.
Lesson Plan
Lesson Title: Ice Core Investigation
State Standards: GLEs/GSEs
PS1 (7-8)-2 Students demonstrate an understanding of characteristic properties of matter by… identifying an unknown substance given its characteristic properties.
National Standards:
Context of Lesson:
Students do not generally know where or how certain pieces of information that we hand them are discovered. This lesson was chosen to give the students an understanding of how scientist determine the CO2 and temperature measurement that are used as evidence of Global Warming.This lesson is the third day of a ten day lesson on Global Warming.
This lesson is the last in the sequence which was to prep students for watching An Inconvenient Truth.
This lesson will take place during a 50 minute block.
Opportunities to Learn:
Materials:
• Coffee filters
• 1 × 1 m2 pieces of newspaper
• Matches
• 1,000 ml of water
• a freezer
• 10 (10 ml) graduated cylinders
• 1 sheet of cardboard
• Vinegar
• pH test kit (ranging from 4.0-7.0 or 1.0-14.0)
• 1 mortar and pestle
• 1 box of colored pencils
• 3 rulers
• 5 Petri dishes
• 1 pH indicators
• 25 cm strips of pH paper
• 5 coffee filters
• 5 pipettes or eyedroppers
• 3 watch glasses
• 3 magnifying glasses
• 1 dissection kit, butter knife, or pair of scissors
• Several dissecting microscopes
Professional Resources:
Krim, Jessica, & Brody, Michael (2008). Ice Core Investigation. The Science Teacher. 75, 54-59.
Classroom Environment:
Whole class laboratory
• Students working in groups of two.
Differentiated Instruction:
Support for students approaching proficiency within
this GLE: The teacher will make a written list of step-by-step directions for the students with IEPs
Differentiation for students who show proficiency:
Students will have an optional analysis part of the lab which will involving weighing the particulates suspended in the ice cores.
Cooperative Learning:
Students will be expected to work in groups of two to determine the best way to go about analyzing an ice core sample.
Depth of Knowledge:
Level 2 (Skill/Concept)
Objectives:
Instruction:
Opening:
1. Inform them of the purpose of the laboratory activity.2.Use the projector for a short power point presentation on air pollution addressing the following questions:
- What does air pollution look like? Is it ever invisible?
- How does air pollution get into the snow?
- What comes out of a volcano?
- What happens after the volcano erupts?
- What effect would particles that escape from a
- volcano have on the amount of sunlight reaching Earth?
3. Pass out a copy of the data sheet and explain what is expected (Units, Sig Figs, Etc)4. Explain how to use each piece of equipment and the safety hazards.
5. Explain the appropriate behavior for the class and the consequences of not following it.
5. Lab goggles!
Engagement:
Students will be analyzing an ice core sample, using pH as the main tool to determine the difference between layers in regards to pollution from volcanic activity. They will have to make the connection between volcanic activity and larger ice layers. I am walking around monitoring progress and answering questions.Closing:
The students and I will have a short discussion on the purpose of the lab and answer any question they might have. I will then assign them them their lab reports.Assessment:
Laboratory data sheet and laboratory report.